Clinical Eval 2

CLINICAL PRACTICE EVALUATION 2D
Octavia Lambright 20394841

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education and Special Education

PROGRAM: _________________________________________________________________________________________________________________________
EED-480NA 1/6/2020 3/1/2020

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Hamilton Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Georgia
SCHOOL STATE: ___________________________________
Sonja Benton
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Elma Vangure
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 2D
TOTAL POINTS 263.16 points 87.72 %
25 2,500.00 2193
0
0
0
0
300
0
0 0 0 0 0 0 0 0 0 0 0
300
0 0 0 0 0 0 0 0
0

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

No Evidence Ineffective Foundational Emerging Proficient Distinguished
(The GCU Faculty (Teacher Candidates within (Teacher Candidates within (Teacher Candidates within (Target level for Teacher (Usually reserved for master
Supervisor should create a this range require a this range require a this range may benefit from a Candidates) Teacher Candidates)
plan with the Teacher Professional Growth Plan) Professional Growth Plan) Professional Growth Plan)
Candidate to determine
how the Teacher Candidate
will meet this standard in
future evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that The performance of the The performance of the The performance of the The performance of the The performance of the
the performance of the Teacher Candidate is Teacher Candidate is Teacher Candidate is Teacher Candidate meets Teacher Candidate
Teacher Candidate met this insufficient in meeting this underdeveloped in meeting developing in meeting this this standard and consistently exceeds this
standard or expectations standard and expectations this standard and standard and expectations for expectations for a Teacher standard and all
for a Teacher Candidate for a Teacher Candidate expectations for a Teacher a Teacher Candidate during Candidate during student expectations for a Teacher
during student teaching. during student teaching. Candidate during student student teaching. teaching. Candidate during student
teaching. teaching.
Standard 1: Student Development Score

1.1
Teacher candidates create developmentally appropriate instruction that takes into account individual students’ strengths, interests, and 87
needs and enables each student to advance and accelerate his or her learning.
1.2
Teacher candidates collaborate with families, communities, colleagues, and other professionals to promote student growth and 88
development.
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this standard. For lack of evidence, please provide suggestions
for improvement and the actionable steps for growth. )
Candidate works with all students on their levels and help them to accelerate based on their abilities. Candidate collaborates with others to help gain the necessary knowledge
needed to help the growth of the students.


Candidate to determine
how the Teacher Candidate
will meet this standard in
future evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 2: Learning Differences Score

2.1
Teacher candidates design, adapt, and deliver instruction to address each student’s diverse learning strengths and needs and create 87
opportunities for students to demonstrate their learning in different ways.
2.2
Teacher candidates incorporate language development tools into planning and instruction, including strategies for making content 87
accessible to English language students and for evaluating and supporting their development of English proficiency.
2.3
Teacher candidates access resources, supports, specialized assistance and services to meet particular learning differences or needs. 88
Evidence
Candidate delivers instruction and takes in to account the diversity of the students. Candidate uses English to communicate the instruction and allows the students to have
discussion and speaks and writes to improve their English abilities.


Candidate to determine how
the Teacher Candidate will
meet this standard in future
evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 3: Learning Environments Score

3.1
Teacher candidates manage the learning environment to actively and equitably engage students by organizing, allocating, and coordinating 88
the resources of time, space, and students’ attention.
3.2
Teacher candidates communicate verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural 88
backgrounds and differing perspectives students bring to the learning environment.
Evidence
Candidate communicates both verbally and nonverbally and requires everyone to respect each other. Candidate creates an environment that is conducive to learning.


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 4: Content Knowledge Score

4.1
Teacher candidates stimulate student reflection on prior content knowledge, link new concepts to familiar concepts, and make connections 88
to students’ experiences.
4.2
Teacher candidates use supplementary resources and technologies effectively to ensure accessibility and relevance for all students.
88
4.3
Teacher candidates create opportunities for students to learn, practice, and master academic language in their content area. 88
Evidence
Candidate links past to present knowledge and allows students to complete assignments that allow them to master the content. Candidate helps students to recall similar
words they have learned to link them to the present ones in small group reading .


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 5: Application of Content Score

5.1
Teacher candidates engage students in applying content knowledge to real-world problems through the lens of interdisciplinary themes 88
(e.g., financial literacy, environmental literacy).
5.2
Teacher candidates facilitate students’ ability to develop diverse social and cultural perspectives that expand their understanding of local 88
and global issues and create novel approaches to solving problems.
Evidence
Candidate uses real-world examples and everyday situations to help students with their problem solving abilities. Candidate uses present local and global issues to help in
problem solving skills. Candidate helped students understand mathematics word problems by giving them everyday examples such as Billy has 5 apples and his brother
gives him 8 more. How many apples does Billy have in all?


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 6: Assessment Score

6.1
Teacher candidates design assessments that match learning objectives with assessment methods and minimize sources of bias that can 87
distort assessment results.
6.2
Teacher candidates work independently and collaboratively to examine test and other performance data to understand each student’s 87
progress and to guide planning.
6.3
Teacher candidates prepare all students for the demands of particular assessment formats and make appropriate modifications in 88
assessments or testing conditions especially for students with disabilities and language learning needs.
Evidence
Candidate creates assessments that help to determine if a skill or content knowledge has been achieved. Candidate uses oral and written assessments to help to determine
the level of understanding while taking in to account the learning differences and disabilities.


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 7: Planning for Instruction Score

7.1
Teacher candidates plan how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, 87
and materials to differentiate instruction for individuals and groups of students.
7.2
Teacher candidates develop appropriate sequencing of learning experiences and provide multiple ways to demonstrate knowledge and 88
skill.
7.3
Teacher candidates plan for instruction based on formative and summative assessment data, prior student knowledge, and student 87
interest.
Evidence
Candidate includes the data collected from assessments to determine what, if any, adjustments need to be made to increase learning.


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 8: Instructional Strategies Score

8.1
Teacher candidates vary their role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content, 86
purpose of instruction, and student needs
8.2
Teacher candidates engage students in using a range of learning skills and technology tools to access, interpret, evaluate, and apply 87
information.
8.3
Teacher candidates ask questions to stimulate discussion that serve different purposes (e.g., probing for student understanding, helping 86
students articulate their ideas and thinking processes, stimulating curiosity, and helping students to question).
Evidence
Candidate plays various roles in the learning environment including allowing the students to facilitate the classroom by leading the discussion/answer period. Candidate uses
technology to help to deliver instruction.


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 9: Professional Learning and Ethical Practice Score

9.1
Independently and in collaboration with colleagues, teacher candidates use a variety of data (e.g., systematic observation, information 89
about students, and research) to evaluate the outcomes of teaching and learning and to adapt planning and practice.
9.2
Teacher candidates actively seek professional, community, and technological resources, within and outside the school, as supports for 90
analysis, reflection, and problem solving.
Evidence
Candidate works with colleagues and seeks continued knowledge through others in the community to help to improve the education arena. Candidate uses data to drive
instruction.


evaluations)
0 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Standard 10: Leadership and Collaboration Score

10.1
Teacher candidates use technological tools and a variety of communication strategies to build local and global learning communities that 88
engage students, families, and colleagues.
10.2
Teacher candidates advocate to meet the needs of students, to strengthen the learning environment, and to enact system change. 90
Evidence
Candidate uses technology to help in the building of content and is an advocate in student learning. Candidate understands the importance of learning.

Grand Canyon University: Impact on Student Learning

evaluations)
No Evidence 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
teaching. teaching.
Grand Canyon University: Impact on Student Learning Score No Evidence

Teacher candidates demonstrate an understanding of their impact on student learning as evidenced in the
Student Teaching Evaluation of Performance (STEP) and other formative and summative assessments. 90
Evidence
Candidate demonstrates an understanding of their impact as evidence in STEP and other assessments.

INSTRUCTIONS
Please review the "Total Scored Percentage" for accuracy and add any attachments before completing the "Agreement and Signature" section.
87.72 %
Total Scored Percentage:
ATTACHMENTS
Clinical Practice Time Log:
(Required)
(The GCU Faculty Supervisors should not submit the final evaluation until
the Teacher Candidate has completed the number of days required by
their program)
Attachment 1:
(Optional)
Attachment 2:
(Optional)
AGREEMENT AND SIGNATURE

This evaluation reflects the results of a collaborative conference including feedback from the Cooperating / Mentor Teacher. The GCU Faculty Supervisor and
Cooperating /Mentor Teacher should collaboratively review the performance in each category prior to the evaluation meeting.
I attest this submission is accurate, true, and in compliance with GCU policy guidelines, to the best of my ability to do so.
GCU Faculty Supervisor E-Signature Date

Elma Vangure
Elma Vangure (Mar 4, 2020) Mar 4, 2020

Clinical Eval 2

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CLINICAL PRACTICE EVALUATION 2D

Octavia Lambright 20394841

Bachelor of Science in Elementary Education and Special Education

EED-480NA 1/6/2020 3/1/2020

Hamilton Elementary School

FOR COURSE INSTRUCTORS ONLY:

Octavia Lambright 20394841

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 1: Student Development Score

Octavia Lambright 20394841

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 2: Learning Differences Score

Octavia Lambright 20394841

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 3: Learning Environments Score

Octavia Lambright 20394841

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 4: Content Knowledge Score

Octavia Lambright 20394841

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 5: Application of Content Score

Octavia Lambright 20394841

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 6: Assessment Score

Octavia Lambright 20394841

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 7: Planning for Instruction Score

Octavia Lambright 20394841

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 8: Instructional Strategies Score

Octavia Lambright 20394841

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 9: Professional Learning and Ethical Practice Score

Octavia Lambright 20394841

Interstate Teacher Assessment and Support Consortium (InTASC) Scoring Guide

Standard 10: Leadership and Collaboration Score

Octavia Lambright 20394841

Grand Canyon University: Impact on Student Learning

Grand Canyon University: Impact on Student Learning Score No Evidence

Octavia Lambright 20394841

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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